In The Teaching Archive: A New History for Literary Study Dr. Rachel Sagner Buurma and Dr. Laura Heffernan turn to archives from the actual classrooms of major literary critics of the past century to see what the available course documents tell about the history of the teaching of literature. This approach contrasts with existing histories, such as Gerald Graff’s Professing Literature, which are based on archives of published works about teaching rather than archives of teaching itself. While this book will naturally interest literature teachers most, I think that Buurma and Heffernan’s methods and findings have wider implications across academia. Every discipline has a pedagogical past to learn from and a future to archive for.
Matthew Kay’s new book Not Light, But Fire: How to Lead Meaningful Race Conversations in the Classroom is one of the best books on teaching I’ve read. Its topics are crucially […]
I am happy to share that my essay, “The State of Scholarship on Teaching Literature,” recently appeared in one of my favorite journals, Pedagogy. In this post, I want to reiterate a couple […]
Gerald Nelms explains how student plagiarism is very often less of a cut-and-dried crime than it appears. Research shows that successfully avoiding plagiarism—while also paraphrasing and integrating material from sources—requires complex skills that take time and practice to develop. We can see instances of plagiarism as opportunities to help students learn these skills.
Linda B. Nilson presents six recently published books (2010-2014) that capture what she considers the latest and most important developments and trends in college teaching and learning, relating to technology, the science of learning, and the lives of today’s college students.
Students write. We comment. Nancy Sommers can help us do so more thoughtfully and skillfully. Her new book continues the work of her landmark essay on responding to student writing. Her new rule? When we comment, we should focus on the students, not just the writing, and we should only try to “teach one lesson” at a time.